Teacher Candidates' Perception of Feedback Effectiveness in a Clinically Rich Professional Development School

• In Event: Practices Related to Teacher Candidates in Professional Development Schools

Abstract

This study investigates teacher candidates’ perception of the effectiveness of the feedback they received from host teachers and university faculty during field experience in a PDS. For six semesters (from fall 2016 until spring 2019), we collected data from teacher candidates about their experience in a clinically-rich PDS. Findings showed that teacher candidates indicated that the effectiveness of the feedback they received generally increased from the fall semester of 2016. In addition, teacher candidates also indicated that the effectiveness and the type of feedback that university faculty provided differed from host teachers’ feedback.

Authors

• Valerie Widdall, Marathon Central School District

• Muteb Alqahtani, SUNY Cortland